Lesson Plan Criteria - Part 1: (Chapter 5 Section 4: Factoring Quadratic Formulas)

Standards
Content Area: Mathematics
Standard: 2. Patterns, Functions, and Algebraic Structures
i) Use the process of factoring and completing the square in a quadratic function to show
zeros, extreme values, and symmetry of the graph, and interpret these in terms of a
context. (CCSS: F-IF.8a)
Understandings

Factoring trinomials using tables.

Factoring trinomials using algebra tiles.

Factoring binomials using prime factorization

Identifying and factoring differences of perfect squares

Essential Questions

Why is learning how to factor essential?

Evidence Outcomes (objectives)

Students will be able to double check their work by distributing and simplifying their
expression.

Students will be able to factor binomials through the use of prime factorization.

Students will be able to identify and factor a difference of perfect squares.

Students will be able to factor trinomials through the use of tables.

Students will be able to geometrically represent factoring trinomials through the use of algebra
tiles.

Assessments
Pre-Assessment Quiz
Post-Assessment Quiz
Class Discussions
Mini Presentations
Significant Vocabulary

binomials

trinomials

difference of perfect squares

Lesson Plan Planned Lesson Activities - Part 2

Name & Purpose of Lesson
Name: Factoring Quadratics

Purpose: The students have learned how to identify quadratic functions and have learned how they
differ from linear functions. They have also learned how to simplify expressions through distributive
property and the foiling method.
In this lesson, the students will learn how to work backwards and will be given problems that are in the
standard quadratic function form and will be asked to factor them through the use of tables, common
prime factors, and algebra tiles.
Time, Materials, Preparations, Resources
Total Lesson Time: 1 hour and 20 minutes
Materials Needed:

SmartBoard

Butcher Paper

Markers

Masking Tape

32 binomial quadratic problems for students to factor

16 examples and non-examples of difference of perfect squares

4 examples of binomials being factored on poster boards

3 examples from the textbook on page 260 of factoring trinomials

One binomial, one difference of perfect squares, and one trinomial problem from the preassessment for closure/review time

8 simple trinomials to factor with algebra tiles (if time permits)

Resources Used:

Text: Algebra II Textbook

Lesson Plan Planned Lesson Activities - Part 3

Procedures
(Bulk of plan detailed description/explanations, content outline and questions written out,
etc.)

Pre-Assessment A small quiz will be given on the Tuesday before the lesson plan. When the
pre-tests were given back. One of the students

Set/Focus/Hook/Motivation/Introduction Students will understand that the skills of factoring

that we are learning in this lesson plan will be useful when they will be asked to solve quadratic
functions by hand.

Time Allocated What should the students be

doing right now.

What should the teacher What will the teacher

be doing right now.
assess?

10 minutes

Answering any
Which parts of the
questions in regards to
questions from the
the previous homework homework confuses the
assignment and marking
students.

Asking questions in regards to

the previous homework
assignment as well as bringing
out their assignments for grading.

into their binder of

whether the students
have completed their
homework.
3 minutes

The students will be giving their The instructor before

attention to the instructor.
starting the lesson will
lecture about what
factoring is, why it is an
important skill to learn,
the difference between a
binomial quadratic
function and a trinomial
quadratic function, and
how we can always
double check our work.

--

7 minutes

The students will go around

looking at the examples and
deducing patterns on how to
solve binomials.

The instructor will then

pair up students while
giving them each a pair
of binomials to work on.
The instructions are the
following: Use the
examples to name the
steps on how to solve a
binomial and then solve
the binomial given to
you.

--

5 minutes

Present their examples to the

instructor and then help other
pairs of students to learn this
skill as well.

The instructor will circle

around the room to give
aid as needed and
assessing whether
students can factor a
binomial using prime
factorization. The
instructor will ask pairs
who finish early to find
another pair who hasnt
gotten it yet to present
their solution and help
the other group to get
their solution.

The instructor will

assess if the students
could generalize a
pattern to factor
binomial quadratics and
know how to double
check their work.

2 minutes

The students will deduce the

definition of what a difference of
perfect squares is indirectly as
they find what the examples have
in common and how they differ

The instructor will ask

students to resume their
seats and then hand out
examples and nonexamples of a difference

The instructor will

assess if the students can
identify a difference of
perfect squares.

from the non-examples.

of perfect squares to
each student. The
instructor will explain to
the students that they
will try to determine
what rule do all of the
examples follow?
The instructor will start
by picking one example
and non-example from
the students and will
then go from there to
ask the students whether
they believe they are an
example or a nonexample. The instructor
can only confirm.

5 minutes

The students will give their

attention to the instructor.

Once all of the students

have been separated,
confirm their
understanding of what a
difference of perfect
squares are. And then go
through an example of
how to factor this
special binomial.

--

8 minutes

The students will solve their

example together with their
partner.

An example will pair off

with a non-example and
together, will go factor
their difference of
perfect squares together.
The instructor will
circulate the room give
aid as needed.

The instructor will

assess if the skill of
factoring difference of
perfect squares has been
transferred.

10 minutes

The students will engage in the

lecture as they pay attention to
how to solve for a trinomial.

The instructor will ask

the students to resume
to their seats and then
with guiding questions
from the instructor, the
students and the
instructor will solve
three examples of
factoring trinomials

The teacher will assess

if the skill has
transferred through
guiding questions.

If time permits The students will follow the

The instructor will break The instructor will

(8:20 am)
[10 minutes]

teacher's directions of
representing a quadratic function
through algebra tiles and then
learning to factor with them.

up the students into 8

groups and hand each
group a simple trinomial
to represent
geometrically through
algebra tiles and algebra
tiles.

assess if the students can

factor trinomial
quadratics through
algebra tiles.

The teacher will first

ask the students to
represent their quadratic
through algebra tiles.
After circulation, the
teacher will then ask the
students to arrange the
algebra tiles of their
quadratic into a
rectangle.
From there, the teacher
will ask guiding
questions for students to
label the sides of the
algebra tiles and then
identify their factors of
the quadratic.
10 minutes

The student will engage in the

The teacher and students
review session as they give their will close up the lesson
attention to the speaker.
with a miniature review
consisting of factoring
one binomial, one
difference of perfect
squares and one
trinomial.

20 minutes

The students will be taking the

post-assessment quiz after the
lesson has been completed. If the
students had finished the quiz
before the allotted time given,
they can quietly work on their
homework assignment presented
on the board.

As the students are

taking the postassessment quiz, the
teacher will be putting
up the homework
assignment on the board
for the students to work
on if they were to finish
their quiz before the 20
minutes.
pg. 255 (10, 11, 16, 20,
30) & pg. 263 (2-24

The teacher will have a

final assessment of
which skills have
transferred through the
lesson.

The post-assessment
quizzes and whether
learning had taken place
within the lesson. The
pre-assessment quizzes
will be used for
comparison.

evens)

Closure/Conclusion/Summary/Adjustments/Wrap-up/Clean-up
Before the post-assessment, the students and I will use some class time to regroup and I will
have the students engage with me when factoring a binomial, a difference of perfect squares,
and one trinomial.

Differentiation/Modifications/Adaptations/Accommodations
When the pre-test was given, one of the students within the group was able to recall their
factoring rules and thus, was able to answer the questions. For the student, the instructor will
provide a number of options for the student to do on the day of the lesson:
-Engage in the lesson with the purpose of helping their peers to understand
-Independent study of how to factor trinomials that have a coefficient larger than 1
-Work on other homework from other classes or get a head start on the homework assignment
-Work on a worksheet that will help the student to extend their thinking on the content
On the examples for binomial functions, different colors were used appropriately to show
visual learners where numbers are pulled from.
Auditory learners will have a chance to verbally express their understanding of the material
when the instructor asks the pair of students to present.

Assessment/Pre-Post/On-going
Before class ends, a post-assessment will be administered to the students in order for me to
better compare the students' knowledge of factoring before and after the lesson.